DR. MANUEL J GRINO MEMORIAL CENTRAL SCHOOL ICT …2)/human_resource_(2… · City Schools Division...
Transcript of DR. MANUEL J GRINO MEMORIAL CENTRAL SCHOOL ICT …2)/human_resource_(2… · City Schools Division...
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Republic of the Philippines Department of Education
Region XII City Schools Division of Tacurong
North Cluster DR. MANUEL J GRINO MEMORIAL CENTRAL SCHOOL
Grino, City of Tacurong
ICT INTEGRATION IN THE CLASSROOM, BARRIERS AND TECHNOLOGICAL SELF-EFFICACY AMONG TEACHERS OF CLUSTER NORTH, CITY
SCHOOLS DIVISION OF TACURONG: BASIS FOR ICT PROFESSIONAL DEVELOPMENT PROGRAM
A Research Funded Through Basic Education Research Fund
(BERF) 2016
ESTER M. EULLARAN, MT-I
Researcher
March 2018
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II. Abstract
EULLARAN, ESTER M. (2018). ICT Integration in the Classroom, Barriers and Technological Self-Efficacy Among Teachers of Cluster North, City Schools Division of Tacurong: Basis for ICT Professional Development Program. An Action Research. Basic Education Research Fund (BERF). Region XII, Koronadal, South Cotabato.
This study aimed to determine the teachers‟ extent of ICT integration in the
classrooms, their barriers encountered and its relationship to their technological self-
efficacy.
Specifically, it sought to describe the teachers‟ demographic profile in terms of age,
gender, present position and years in service; determine the extent of ICT integration
employed by teachers in the classrooms in terms of emerging, applying, infusing and
transforming; describe the teachers‟ level of technological self-efficacy; determine the
relationship between the teachers‟ ICT integration and technological self-efficacy; determine
the differences between the teachers‟ technological self-efficacy across profile; identify the
challenges encountered by teachers in using ICT in the classrooms; and propose an ICT
Professional Development Program based on the results of the study.
There were ninety-seven (97) teachers, head teachers and principals of North
Tacurong Cluster who were utilized as respondents of the study. Data were gathered
through a survey questionnaire for quantitative variables and interviews, observations,
guided questions and focus group discussion for qualitative variables. The statistical tools
used were frequency count, percentage, mean, weighted mean, t-test, ANOVA and Pearson
r.
Based on the results of the study, the following are the summary of the general
findings and conclusions. Majority of the teachers are 41 to 50 years old, female, Teacher I
in position; and are in the 10 years and below teaching experience. The teachers‟ extent of
ICT integration in the classrooms is moderate. The teachers‟ level of technological self-
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efficacy is described as highly efficient. There is a significant relationship between teachers‟
ICT integration and technological self-efficacy. There are significant differences existing
between the teachers‟ technological self-efficacy across profile: in terms of age and years in
service while as to the teachers‟ gender and present position, no significant differences were
posted.
The major problems encountered by teachers in integrating ICT in the classrooms
include their lack of knowledge and skills in manipulating ICT tools and facilities, insufficient
units in schools and the absence of internet connection. These problems rooted from the
inadequate ICT facilities, lack of trainings and seminars and the teachers‟ negative attitude
towards technology use. Teachers cope with these challenges by personal practice,
coaching and mentoring, and attending relevant trainings. Mechanisms employed by school
heads to cope with these problems include the conduct of relevant trainings and seminars,
provision of internet access and technical supervision.
Based on the summary of findings and conclusions of the study, the following
recommendations are put forward: School heads are enjoined to monitor their teachers‟
teaching-learning processes to ensure that ICT integration is utilized in the classrooms.
Teachers are encouraged to acquire additional skills and competencies related to ICT to
reach the very high level to be able to skillfully impart them to their pupils for maximum
learning to happen. Progress of teachers should be monitored to further enhance their ICT
integration for better educational outcomes and perform competitively with other institutions
of learning. School heads are encouraged to religiously analyze the training needs of their
teachers in schools so as to provide appropriate interventions to address the gaps in ICT
integration and enhance their technological self-efficacy. They are also motivated to
evaluate the status of their school‟s ICT readiness to be able to identify priority programs
and projects in support to the quest of producing technologically equipped graduates. An
ICT Professional Development Program is also proposed based on the results of the study.
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III. Acknowledgment
Along the journey of accomplishing this piece of work, significant persons were
involved whom the researcher is deeply indebted:
To SDS Leonardo M. Balala, CESE and ASDS Levi B. Butihen for the
encouragement to pursue this endeavor;
To the CID and SGOD chiefs and staff for the constant positive motivation;
To the Division Education Program Specialists for the moral support;
To the Cluster Leader, Rona L. Bred for the kind assistance and positive response to
the researcher‟s needs and requests;
To the school heads and teachers of Cluster North for the active participation,
involvement and cooperation in the process undertaken for the completion of the study;
To all researchers and BERF recipients of CSDT for the timely sharing of ideas and
suggestions which redound to the achievement of the objectives of the study;
To my family, relatives, circle of friends and loved ones for providing assistance
when the researcher needed them most;
To all my pupils for serving as my greatest inspiration; and finally
To Kristine and Joan for the unconditional love, unending support and undivided
trust.
Thank you!
Ester
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IV. Context and Rationale
Education never stops. Learning does not end. People learn in various ways.
Everyone learns anything from everything around him. What a learner learns becomes an
integral part of his lifelong skills. This learning continues to evolve in everyone‟s life and it
greatly affects the different aspects of one‟s life, regardless of age, race, religion, sex,
economic status and others. To learn is to become educated. Moreover, education is
regarded as the best weapon to combat poverty, injustice, vices, and crimes among other
social problems. The quality of education depends on the quality of teachers (Sahu, 2016).
Teachers need knowledge and skills in using technology to foster literacy (Belo,
McKenney, Voogt and Bradley, 2016). Teacher educators play an influential role in the chain
of improvement needed to address gaps in vocabulary and performance for some children,
(Ely, Pullen, Kennedy, Hirsch and Williams, 2014).
Fu, (2013) mentioned that the relevance on the use of information and
communication technology in education, specifically those which touched upon the merits of
ICT integration in schools, barriers encountered in the use of ICT, factors influencing
successful ICT integration, teachers‟ attitudes, perceptions and confidences in using ICT as
well as the importance of school culture in the use of ICT are of great value to research.
Accordingly, studying teacher enactment of an innovation helps educators
understand the process of effective spread of a curricular innovation to teachers who have
differing levels of content readiness, pedagogical orientations, teaching competency,
different student profiles, and professional development experiences (Looi, 2014).
However, the impact of the use of technology on language learning is controversial.
Some teachers and students may still prefer traditional language-teaching and – learning
styles despite ready access to technology and requirements from authorities (Yeung, Chen
and Li, 2015).
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With continuing advances in the digital world, a variety of technologies are becoming
easily accessible in the classroom. Although teachers may be using some of these
technologies in their daily lives, they may not know how to incorporate these devices to
support classroom learning (Musti-Rao, 2014).
This is substantiated by Naraian and Surabian (2014) who stated that even as
research continues to suggest the potential assistive technology for improving student
outcomes, it remains under-utilized in schools due to the fact that educators are
inadequately prepared to consider and implement the use of such technologies.
Teachers' different pedagogical orientations affected their instructions, especially
their ways of technology integration in the class, and their patterns of interactions with the
students (Looi, 2014).
These observations prompted the researcher to conduct a study to determine the
teachers‟ level of ICT integration employed in schools, the barriers they encountered in
using ICT and its relationship to their level of technological self-efficacy.
Literature Review
Information and Communication Technology (ICT) Integration
Information and Communication Technology (ICT) is the technology utilized by
teachers in the classroom teaching-learning processes. It may involve using computers for
showing something in the class, showcasing students‟ work on school-website, preparing
test papers, simulations, games, or students‟ assignments (Bhalla, 2013).
ICT Integration, on the other hand, refers to the extent to which information and
communication technologies have been adopted into the school environment and the
degree of impact on the school‟s organization and pedagogies. The level of integration is
determined by the interplay between infrastructure, teacher motivations, innovations and
development of e-pedagogies.
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The importance of information and communication technologies in the teaching and
learning process has been proven by many research studies to be an effective way of
supporting teaching and learning. Although many teachers do not use new technologies as
instructional tolls, some are integrating information and communication technologies
innovatively into their teaching (Cubukcuoglu, 2013).
Subsequently, Lim & Oakley (2013) emphasized that it is increasingly recognized by
researchers, governments and educators around the world that ICT presents many
opportunities for teaching and learning in elementary education. A lack of ICT in the
classroom may be seen as disadvantageous for children because without access to this,
they are denied opportunities to acquire some of the skills and attributes they need to
become full participants in an increasingly ICT mediated and globalised world (UNESCO,
2008). Even so, it needs to be acknowledged that having ICT in the primary curriculum and
classroom does not guarantee enhanced learning, and may represent little means of
reaching pre-existing, and perhaps inappropriate or outdated, ends (Adams, 2011).
Furthermore, ICT in education needs to be supported by appropriate policies at all
levels (Tondeur, van Keer, van Braak & Valcke, 2008) and effective professional
development for teachers (Lim, 2007) as cited by Lim, et al., (2013).
Looi (2014) concluded that studying teacher enactment of an innovation helps
people understand the process of effective spread of a curricular innovation to teachers who
have differing levels of content readiness, pedagogical orientations, teaching competency,
different student profiles, and professional development experiences.
For many Americans, access to computers and high-speed Internet connections has
never been more important. People use computers and the Internet to complete schoolwork,
locate jobs, watch movies, access healthcare information, and find relationships, to name
but a few of the ways that they have grown to rely on digital technologies (File and Ryan,
2014). Mobile devices such as laptops, personal digital assistants, and mobile phones have
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become a learning tool with great potential in both classrooms and outdoor learning (Sun,
Chang and Liu, 2016).
Teachers play a significant role in integrating ICT in schools, and motivated teachers
reflect higher levels of ICT use in their classroom (Uluyol & Sahin, 2014).
These findings are substantiated by Aesaert, Van Nijlen, Vanderlinde, Tondeur,
Devlieger & van Braak (2015) who investigated which pupil, classroom and school level
characteristics are related to primary school pupils' actual ICT competences in Belgium. The
results indicated that non-ICT related pupil characteristics are associated with differences in
primary school pupils' ICT competences, such as introjected regulation, controlling learning
style, analytic intelligence, sex and socioeconomic status. Furthermore, the final model also
indicated that parental ICT attitudes are related to primary school pupils' ICT competences.
With regard to the classroom level characteristics, educational use of ICT as an information
tool is significantly related to pupils' ICT competences.
This is further confirmed by Van Niekerk & Blignaut (2014) who concluded that the
demands of the twenty-first century require effective and sustainable use of Information
ICTs in education. In South Africa, however, various ICT strategies and initiatives have not
resulted in system-wide, sustainable ICT integration in schools. Although the roles of
principals are acknowledged in educational management, the question remains how
principals influence teachers' effective and sustainable integration of ICT through teacher
professional development (TPD).
In Cyprus, Mama & Hennessy (2013) examined the uses of educational technology
as echoed in teachers' beliefs and practices with ICT where ICT in education is still at an
early stage, and is premised on the argument that teachers' limited use of technology in the
classroom can be explained by the lack of incorporation of an effective pedagogy. Synthesis
of the findings led to the development of a typology depicting a relationship between beliefs
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and practices and adding knowledge about teacher response to the introduction of ICT in
schools.
Wong, Ab Rahim Bakar & Hamzah (2014) also investigated SMART schools in
Malaysia as to how teachers integrated ICT in their classroom and to ascertain the effect of
teachers‟ gender, computer ownership, and computer and Internet access to teachers‟
integration of ICT in the classroom. The integration of ICT in the classroom was done in
three ways: general instructional integration; teaching students to utilize technology; and
managing ICT integration. Overall, the mean for ICT integration was considered low (once a
month). Further, there is no statistically significant difference in ICT integration due to
gender and computer ownership. However, a significant difference of integration was
observed based on internet access. Finally, it was also found that there was a significant
relationship between ICT integration and computer access in schools.
Furthermore, Ferreira, Moreira, Pereira and Natercia (2015) agreed that over the
past few years, there has been a large investment in information and communication
technology in the teaching-learning process. They added that the students‟ motivation
increases when this technology is used, leading to greater participation, and, consequently,
better and faster acquisition of concepts or skills. Further, collaborative actions and
cooperation between student and student, student and teacher, and student and class are
increased when mobile devices are used in the classroom context.
In the Philippines, Gomez (2012) investigated the teachers‟ adherence to the use of
ICT for classroom instruction and its impact on the students‟ learning since it was noticed
that student teachers were found to have strong adherence to the use of ICT in teaching.
This analysis elucidated teacher educators‟ access to ICT, their intensity of use, their
training skills, and their confidence in using ICT. Results showed students‟ academic
performance generally improved with increased teachers‟ training skills. The intensive use of
ICT as a tool in teaching had posed a significant impact on the students‟ learn ing. The
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researcher recommended that teacher educators must sustain the use of ICT as an effective
strategy and continue to access the skills-based approach in the integration of ICT in
education.
Relatively, Gonzales (2015), attempted to find out the readiness of the Department of
Education and schools in the Philippines to adopt new technology for learning materials as
part of the basic education curriculum. The study provided e-learning framework that
determines the learning styles of students to improve their performances, as well as the
teachers. This also allowed the teachers to identify the preferred learning styles of students.
Consequently, teachers may have deeper understanding on how to adjust their teaching
strategies by preparing appropriate learning materials. Likewise, making students aware of
their learning styles; the strengths and weaknesses enables them to improve their learning
abilities and overcome their weaknesses. Giving students learning materials and exercises
that fit their desired methods makes learning less demanding for them (Gonzales, 2015).
This is in response to the statement of Ona, Ulit & Hanna (2012) that Philippines
today has been regarded as a perennial development laggard meaning, unable to achieve
sustained economic growth thus earning the label of an “antidevelopment state.” The
country faces numerous development challenges including recent and ongoing efforts to
break the antidevelopment cycle by harnessing information and communication
technologies (ICT).
As teachers face challenges in the classroom teaching-learning processes brought
about by the advent of recent technologies, they have to be technologically competent to be
able to cope with the pressing concerns relative to ICT integration in schools. The literatures
clearly show the relationship between ICT integration and students‟ performance in
classroom activities. As agents of constructive change in the society, teachers should keep
abreast with the recent innovations to competently transfer knowledge, skills and capabilities
to their learners. Their technological competence should be evaluated so that they could
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receive ample amount of support from school heads and expert peers to be able to function
effectively and efficiently in the schools where learners are active participants in the
teaching-learning processes and their function is to act as facilitators of life-long learning.
Barriers Encountered by Teachers in Using ICT
The importance of information and communication technologies in the teaching and
learning process has been proven by many research studies to be an effective way of
supporting teaching and learning. Although many teachers do not use new technologies as
instructional tolls, some are integrating information and communication technologies
innovatively into their teaching.
On this end, Lin, et al., (2014) investigated barriers to the adoption of ICT for
teachers of Chinese as a foreign language (FL) in US universities. Based on their findings,
the most critical barriers to these CFL teachers‟ adoption of ICT were insufficient support
and insufficient time for developing technology-driven pedagogy and activities. This is in
consonance with the findings of Paquette (2014) that even though more and more people
are learning on the Web by using learning portals, information pages and interacting with
other people, but still with insufficient educational support.
Further, the study concluded that these issues were reflected in CFL teachers‟
unique subject expertise and workloads in existing universities‟ curricula and approaches to
instruction. In addition, age influences CFL teachers‟ confidence in their use of ICT for the
preparation of subject material and for teaching, gender influences their willingness to spend
time working on ICT (Lin, et al., 2014).
Likewise, Liu & Pange (2015) looked at the barriers to ICT integration in teaching
practices from the perspective of Chinese early childhood teachers in Mainland China. It
was found that a range of first-order barriers, which included lack of hardware (laptops,
notebooks, and computers), lack of teaching content and material, as well as lack of
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pedagogical models were perceived as main barriers by the teachers. However, several
second-order barriers, such as lack of teachers‟ interest, and lack of teachers‟ support
were perceived as the least main barriers. Furthermore, the variable “ICT use in daily life”
was found to play an important role in determining the teachers‟ perceptions of barriers
both on the overall level and on the specific level.
In Turkey, Goktas, et al., (2013) revealed barriers encountered by Turkish primary
school teachers in the integration of ICT. The results indicated that „lack of hardware‟, „lack
of appropriate software materials‟, „limitations of hardware‟, „lack of in-service training‟, and
„lack of technical support‟ were the most important barriers. While, the highest ranked
enablers were „allocation of more budget‟, „allocation of specific units for peer support‟,
„allocation of support offices and personnel for teachers‟, and „offering higher quality pre-
service training for ICT‟. Other leading enablers were „supporting teachers to enable
effective ICT use‟, „having technology plans‟, „offering higher quality and more quantity of in-
service training‟, and „designing appropriate course content/instructional programs‟.
Hsu & Kuan (2013) also examined the factors that influence teachers‟ use of
Information ICT in Taiwan by using multilevel analysis. The results of this study found both
teacher-level and school-level factors contributing to the integration of ICT in the teaching
process. Among teacher level factors, teachers‟ beliefs and hours of training in the
previous year predicted ICT integration proficiency well. Among school level factors,
training hours and teachers‟ perceived school support are the most important factors that
impact ICT integration. School support is not only a significant factor at the school level
but also a strong predictor at the teacher level. In addition, important school level variables
included access to Internet connectivity, availability of projectors, and stability of
computers. These results highlight the importance of individual teachers and the role
schools play in ICT integration.
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In Bahrain, Razzak (2015) mentioned that the country‟s economy and the prosperity
of its citizens are, like elsewhere in the world, strongly correlated with ICT integration in
almost every life aspect. Further, ICT integration depends heavily on digital literacy, which
is the ability to make use of ICT in learning and work activities and which can be
understood more clearly by understanding the role of ICT in schools where preparation for
the 21st Century skills takes place.
Meanwhile, Unal & Ozturk (2012) analyzed the difficulties and obstacles faced by
teachers of social studies education while using ICT-based teaching equipment and
methods in their classes. According to the results of the study, the main barriers against the
use of ICT-based methods and equipment in teachers‟ instructional practices are lack of ICT
equipment in classrooms, lack of ICT-based teaching resources, the effect of traditional
approaches on teachers‟ practices, inadequacies regarding in-service teacher training and
lack of time.
Cognizant to this, Konstantinos, Andreas & Karakiza (2013) concluded that on one
hand, there is a considerable confusion among teachers with regard to their role and on the
other hand, there are several external and internal barriers to effective teaching with regards
to ICT. Buabeng-Andoh (2012) reviewed personal, institutional and technological factors
that encourage teachers‟ use of computer technology in teaching and learning processes
and found out that barriers to ICT integration include lack of teacher ICT skills; lack of
teacher confidence; lack of pedagogical teacher training; l lack of suitable educational
software; limited access to ICT; rigid structure of traditional education systems; restrictive
curricula, etc.
In the Philippines, Lorenzo (2016) found out that barriers to ICT integration in the
country, specifically in Tarlac Province include hardware failure, difficulty on the use of
software package, lack of follow-up on capability building, no available internet connection,
limited access to the laboratory, and lack of repair/maintenance of the equipment in the
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laboratory. Despite these problems, however, the iSchools Project was rated by the
teachers as very satisfactory in terms of project administration, project components, and
project delivery system. This implies that the project in general was effective in attaining its
objectives which is ICT integration in education and to bridge the digital divide among public
high school teachers.
The need of ICT integration in the classroom‟s teaching-learning processes is
evident as evidenced by the literatures presented. Moreover, teachers‟ technological
competence is an issue to tackle deeply. The digital divide among public school teachers in
the world and in the Philippines, alike needs a bridge to cross over. While novice teachers
enjoy the ease and comfort of utilizing ICT facilities and materials in their classroom
instruction, the older generation teachers feel this as a burden to learn to be able to impart
the skills and competencies to their pupils. Various considerations are put forward for
schools to effectively integrate ICT in the curricula.
Technological Self-Efficacy of Teachers
The art of teaching, if it is effective must be based on an adequate theory of learning.
Learning is an active process which takes place within an individual. For leaning to occur,
the learners must be so aroused that he not only initiate the learning activity but will persist
in it as well. Learning starts with the learners. Teacher needs to realize that the heart of
education is learning, that what the students do is essential, the teacher‟s role is to make
that learning possible. That is what measures teaching performance.
Technological Competence is the ability to create and use a particular field of
technology effectively, which is gained through extensive experimentation and learning in its
research, development and production (Fai & von Tunzelmann, 2001). It refers to the
effectiveness of the teacher in imparting knowledge, skills and competencies for learners‟
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mastery and application to real-life situations and other measures of performance
development through integration of ICT.
Teaching efficiency is always a variable used in researches. Many studies have been
conducted to determine significant relationships and differences with other variables which
may affect teacher‟s teaching efficiency. The quality of education depends on the quality of
teachers. Future teachers should have to be well equipped with latest knowledge of their
subjects as well as knowledge of the latest technologies to be used in the teaching-learning
process (Sahu, 2016).
Buabeng-Andoh (2012) stressed that global investment in ICT to improve teaching
and learning in schools has been initiated by many governments. Despite all these
investments on ICT infrastructure, equipment and professional development to improve
education in many countries, ICT adoption and integration in teaching and learning have
been limited. To develop students‟ twenty first century competencies, teachers need to
consider how technological pedagogical content knowledge (TPACK) can be applied
through design thinking processes (Koh, Chai, Benjamin & Hong, 2015).
Celik & Yesilyurt (2013) emphasized that attitude to technology, perceived computer
self-efficacy and computer anxieties are important predictors of teacher candidates' attitude
toward using computer supported education.
In agreement with these findings, Bamigboye, Bankole, Ajiboye & George (2013)
also mentioned that in Nigeria, teachers‟ attitude and competency towards the use of ICT
resources matter. The findings of their study revealed that majority of the lecturers have
positive attitude and competency towards the use of ICT resources in their lectures, and the
use of ICT in instruction enhance academic performance of students. They recommend that
university administration should provide more training in the area of ICT to its staff and
improve on regular and uninterrupted power supply to the campus
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Zhu, Wang, Cai and Engels (2013) investigated teachers‟ core competencies in
relation to their innovative teaching performance and found out that teachers‟ educational
competency, social competency and technological competency were positively related to
their innovative teaching performance and that a supportive relationship with colleagues is
important for teachers‟ innovative teaching performance.
Chang (2012) studied the relationship among principals‟ technological leadership,
teachers‟ technological literacy, and teaching effectiveness. The findings show that
principals‟ technological leadership improves teachers‟ technological literacy and directly
encourages teachers to integrate technology into their teaching. Furthermore, teachers‟
technological literacy directly affects their effectiveness. Principals‟ technological leadership
also makes teachers more effective and such leadership, as mediated by teachers‟
technological literacy, can affect teaching effectiveness. The results suggest that principals,
as technology leaders, must develop and implement a vision and technology plan for their
schools.
Professional training needs to address psychological factors, such as enhancing
teachers‟ self-concepts so that they feel confident in using a variety of technologies to
promote students language learning. By promoting their interest, and the value they attach
to using technologies, they would engage more in sustainable technology applications and
self-initiated further professional learning in that aspect (Yeung, et al., 2015).
However, Ibrahim (2016) noted that majority of teachers depend upon books as their
primary resource for preparing teaching materials. They also prefer to make use of
resources from internet and shared with students electronically. Further, an extensive
awareness is required among teachers about the ethical and usage policies of resources
taken from the internet. The study concluded that the dependency on internet for resources
will improve the effectiveness of the teaching process.
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In addition, Sipila (2014) investigated teachers‟ perceptions about how information
and communications technology (ICT) is being incorporated into teaching and learning, the
level of teachers‟ digital competence and what factors, in their opinions, might be hindering
the use of ICT in schools. Conclusions stated that teachers who have advanced ICT
competence use ICT frequently in education. Also, majority of teachers do not have the
means or knowledge to fully use ICT in promoting learning. Finally, there still are
contradictions between the formal structures of educational institutions and daily classroom
practices.
Accordingly, Huffman, Whetten & Huffman (2013) stated that gender roles,
specifically masculinity, are the source of difference in technology self-efficacy, and not
biological sex alone. Further, masculinity predicts technology self-efficacy above and
beyond what can be explained by other contributing factors such as previous computer
hassles and perceived structural technology support.
Teachers are acknowledged to be important socializing agents, affecting young
people`s experiences with digital technology, but it is still unclear how the mediation
practices of teachers are related to such intrinsic factors as teachers` beliefs about the
nature of learning, nature of technology, self-efficacy beliefs, and subject cultures.
Although technological challenges exist, the more pressing task at present is to
transcend the traditional testing paradigm and conceptually develop (e)Assessment
strategies that allow to more fully exploit the benefits of emerging technologies in order to
foster the development of 21st century skills (Redecker & Johannessen, 2013).
In the Philippines, Gomez (2012) investigated the teachers‟ adherence to the use of
ICT for classroom instruction and its impact on the students‟ learning. The analysis
elucidated teacher educators‟ access to ICT, their training skills, their intensity of use, and
their confidence in using ICT. Results of the study showed that students‟ academic
performance generally improved with increased teachers‟ training skills. Also, significant
18
impact on the students‟ learning was posed with the intensive use of ICT as a tool in
teaching. The recommendations include for teacher educators to sustain the use and
continue to access the skills-based approach as a strategy in the integration of ICT in
education.
As teachers face challenges in the classroom teaching-learning processes brought
about by the advent of recent technologies, they have to be technologically competent to be
able to cope with the pressing concerns relative to ICT integration in schools. The literatures
clearly show the relationship between ICT integration and students‟ performance in
classroom activities. As agents of constructive change in the society, teachers should keep
abreast with the recent innovations to competently transfer knowledge, skills and capabilities
to their learners. Their technological competence should be evaluated so that they could
receive ample amount of support from school heads and expert peers to be able to function
effectively and efficiently in the schools where learners are active participants in the
teaching-learning processes and their function is to act as facilitators of life-long learning.
V. Innovation, Intervention, and Strategy
This study utilized quantitative and qualitative methods of research to deeply
understand the relationships between the level of ICT integration of teachers in the
classroom and their technological self-efficacy along with the barriers they encounter. A
modified survey questionnaire was utilized to determine the level of ICT integration,
technological efficacy and barriers teachers encounter in the classroom. Interviews, focus
group discussion, observation method and guided questions were also used to qualitatively
describe teachers‟ perceptions on ICT use, integration and efficacy. These strategies,
intervention and innovation helped the researcher in finding out answers to the questions of
this research.
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VI. Research Questions
This study aimed to determine the teachers‟ extent of ICT integration in the
classroom, their level of technological efficacy, the barriers they encountered in using ICT,
and the relationship between the variables in Cluster North of the City Schools Division of
Tacurong for the School Year 2017 – 2018.
Specifically, this study aimed to answer the following questions:
1. What is the demographic profile of teachers?
2. What is the teachers‟ extent of ICT integration in schools?
3. What is the level of technological self-efficacy of teachers?
4. Is there significant relationship between the extent of ICT integration and the level of
technological self-efficacy of teachers?
5. Is there significant difference in the technological self-efficacy of teachers across
profile?
6. What are the barriers encountered by teachers in integrating ICT in schools?
7. What ICT Professional Development Program can be proposed based on the results
of the study?
Scope and Limitation of the Study
This study was limited on the teachers‟ extent of ICT integration in the classroom, the
challenges they encountered in using them, their level of technological self-efficacy and the
relationship of the variables. The differences of teachers‟ self-efficacy levels across profile
were also tested. A professional development program was also proposed based on the
results of the study.
The respondents of the study involved all ninety-seven (97) elementary teachers who
were officially employed in the six (6) public elementary schools in North Tacurong Cluster,
Tacurong City, Sultan Kudarat for the School Year 2017 – 2018. Schools included were: Dr.
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Manuel J. Grino Memorial Central School, Abang-Suizo Elementary School, Buenaflor
Elementary School, Maria A. Montilla Memorial Elementary School, New Lagao Elementary
School, , and San Antonio Elementary School.
VII. Action Research Methods a. Participants and/or other Sources of Data and Information
The respondents of this study were selected through complete enumeration in as
much as all the ninety-seven (97) elementary teachers who were officially employed in the
six (6) public elementary schools in North Tacurong Cluster, City Schools Division of
Tacurong, Sultan Kudarat for the School Year 2017 – 2018 were utilized as samples.
b. Data Gathering Methods
Data used in this research were collected through questionnaires for quantitative
variables, and guided questionnaires and other related documents for qualitative variables.
Also, for qualitative variables, Focus Group Discussion (FGD), Face to Face Interview,
Observation, and Document Analysis were utilized.
The quantitative instrument consisted of four parts. The first part comprised the
demographic profile of the respondents. The second part was a questionnaire on the
teachers‟ extent of ICT integration in schools which consisted of twenty (20) items. The third
part pertained to the level of technological self-efficacy of teachers consisting of twenty-five
(25) items. Finally, the fourth part pertained to the barriers encountered by teachers in
integrating ICT in schools which was treated qualitatively.
The researcher prepared letters addressed to the heads of schools asking
permission to conduct the research. After the consent was given, the researcher
immediately began the administration of the research instruments particularly the survey
questionnaires. The researcher personally distributed the instrument to the teacher
21
respondents. The nature and purpose of the research were explained, too. Immediately after
the respondents finished answering the questionnaires, they were retrieved by the
researcher for statistical processes.
Issues of confidentiality and anonymity, right to conduct an investigation, and
securing free and informed consent from respondents were ethical issues to possibly
emanate in conducting this research since it measured teachers‟ technological self-efficacy.
However, these issues were prevented by properly citing concerned authorities and
concrete explanation of the benefits which were derived from the results of the study to the
targeted respondents.
The statistical treatments used in this study were as follows: For quantitative
analysis, mean, percentage, frequency distribution and weighted mean. For the significant
relationship of the variables, Pearson Product – Moment Correlation Coefficient was utilized.
For qualitative method, narrative analysis was used. All tests were done at 0.05 level of
significance.
VIII. Discussion of Results and Reflection
This part shows the results and the discussion of the study conducted. The data
were presented sequentially according to the order of the research problem.
Teachers’ Demographic Profile
The first research problem aimed to describe the teachers‟ demographic profile in
terms of their age, gender, present position and years in service.
22
Table 1
Demographic Profile of the Teachers
Profile Frequency Percentage
Age 61 and above 1 1.03%
51 – 60 30 30.93% 41 – 50 33 34.02% 31 – 40 26 26.80%
30 and below 7 7.22% Gender
Male 8 8.25% Female 89 91.75%
Present Position Principal 6 6.19%
Head Teacher 3 3.09% Master Teacher 9 9.28%
Teacher III 20 20.62% Teacher II 24 24.74% Teacher I 35 36.08%
Years in Service 41 and above 0 0.0%
31 – 40 23 23.71% 21 – 30 25 25.77% 11 – 20 21 21.65%
10 and below 28 28.87%
n=97
Table 1 shows the demographic profile of the teachers who are the respondents of
the study. As shown, 34.02% of the teachers are 41 – 50 years old. There are also 30.93%
who are 51 to 60 years old. This is followed by 26.80% who are 31 to 40 years old. Also,
7.22% are 30 years old and below while the remaining 1.03% are 61 years old and above.
Looking into their gender, 91.75% of the respondents are female while the remaining
8.25% are male.
As to the respondents‟ present position, 36.08% are Teacher I, 24.74% are Teacher
II, 20.62% are Teacher III, 9.28% are Master Teacher, 6.19% are Principal and the
remaining 3.09% are Head Teacher.
On their years in service, 28.87% are 10 years and below in service, 25.77% are 21
to 30 years in service, 2.71% are in 31 to 40 years in service while the remaining 21.65%
23
are in 11 to 20 years in service. None among the respondents have reached the 41 years
and above in service.
Teachers’ Extent of ICT Integration
The second research problem aimed to determine the teachers‟ extent of ICT
integration which is classified into four levels: emerging, applying, infusing, and
transforming.
Table 2A
Teachers’ Extent of ICT Integration (Emerging)
Indicators Mean Description
A. Emerging As a classroom teacher, I use ICT to…
1. browse/search the internet to collect information to prepare lessons
3.56
Very Great Extent
2. create blogs 2.38 Low Extent 3. use computer educational games 2.91 Moderate Extent 4. create a classroom situation by stimulating 2.98 Moderate Extent 5. compute grades using spreadsheet/Microsoft Excel 4.35 Very Great Extent
Mean 3.24 Moderate Extent
Table 2A presents the teachers extent of ICT integration in terms of Emerging.
The data show that the teachers used ICT to a Very Great extent in computing
grades using spreadsheet/Microsoft Excel (m=4.35); also, they browse/search the internet to
collect information to prepare lessons to a Very Great extent (m=3.56). However, they
create blogs only to a Low extent (m=2.38). The mean for this category is 3.24 described as
Moderate extent.
The result is parallel to the study of Majumdar (2015) which stated that in the
emerging phase are still firmly grounded in traditional, teacher-centered practice. The focus
is on the technical functions and uses of ICT and on the need for some knowledge and
representation of the impacts of ICT on the system as a whole.
In the Philippines, Ayao-ao (2014) also examined the emerging issues in the
utilization of weblogs in higher education and how these affect the performance of students.
24
The study yielded the following issues: (a) limited time and access to computer and Internet;
(b) tedious preparation, maintenance and management of blogs; (c) technological difficulties
of students; (d) low level of interaction among students; and (f) not used to online teaching.
Table 2B
Teachers’ Extent of ICT Integration (Applying)
Indicators Mean Description
B. Applying As a classroom teacher, I use ICT to…
1. post homework for my pupils on the website 2.17 Low Extent 2. conduct an activity using simulation process like Farmville, Cake Making, Cooking Tale
2.24
Low Extent
3. connect to Facebook, Instagram, etc. 3.28 Moderate Extent 4. communicate online with my pupils and their parents 2.15 Low Extent 5. introduce my lessons using video clips 2.63 Moderate Extent
Mean 2.49 Low Extent
Table 2B presents the teachers extent of ICT integration in terms of Applying.
As shown above, teachers had a Moderate extent in connecting to Facebook,
Instagram, etc. (m=3.28); they introduce lessons using video clips to a Moderate extent
(m=2.63). Though, they post home work for pupils on the website to a Low extent (m=2.17).
The mean for this group is 2.49 described as Low extent.
This finding is revealing that teachers gain confidence in a number of generics and
specialized ICT tools that can be applied to the teaching of their subject area. The
opportunity to apply ICT in all their teaching is often limited only by a lack of ready access to
ICT facilities and resources, which is why it is not fully integrated into all lessons for all
students (Majumdar, 2015).
In the Philippines, Sumande, Castolo & Comendador (2016) assessed the ICT needs
of the course specialists at Polytechnic University of the Philippines under Open University
System (PUP-OUS) which served as the basis in conducting training on the different
applications such as word processing, electronic spread sheet, presentation software,
YouTube and etc.
25
Table 2C presents the teachers extent of ICT integration in terms of Infusing.
Table 2C
Teachers’ Extent of ICT Integration (Infusing)
Indicators Mean Description
C. Infusing As a classroom teacher, I use ICT to… 1. upload instructional materials for sharing learning resources
2.57 Moderate Extent
2. look for online professional development opportunities such as SEAMEO
4.59 Very Great Extent
3. post information to a website to assist my pupils in their work
2.35 Low Extent
4. create instructional materials using computer 3.14 Moderate Extent 5. use ICT for in-service trainings, meetings & conferences
2.86 Moderate Extent
Mean 3.10 Moderate Extent
The data show that teachers had a Very Great Extent in looking for online
professional development opportunities such as SEAMEO (m=4.59); Moderate extent in
creating instructional materials using computer (m=3.14); they use for ICT in-service
trainings, meetings and conferences to a Moderate extent (m=2.86). However, they post
information to a website to a Low extent. The mean for this category is 3.10 described as
Moderate extent.
The results affirmed the findings of Majumdar (2015) that teachers fully integrate ICT
in all aspects of their professional lives to improve their own learning, as well as, the
learning of their students, Thus, they use ICT to manage not only the learning of their
students but also their own learning. They use ICT to assist all students to assess their own
learning in achieving specific personal projects. It becomes quite natural to collaborate with
other teachers in solving common problems and in sharing their teaching experiences with
others.
In the Philippines, Bonifacio (2013) agreed that integrating ICT into teaching and
learning has become great concern for many educators and developing standards is a
26
decision making process that will dictate how Filipino students acquire ICT concepts and
skills to help them achieve the greater benefits of learning.
Table 2D presents the teachers extent of ICT integration in terms of Transforming.
Table 2D
Teachers’ Extent of ICT Integration (Transforming)
Indicators Mean Description
D. Transforming As a classroom teacher, I use ICT to…
1. produce print-based products (e.g., newsletters, brochures, poster, books)
3.21 Moderate Extent
2. use digital technology like camera to capture objects for lesson emphasis
3.35 Moderate Extent
3. engage my pupils to type, save, and print using computers and printers
2.52 Low Extent
4. conduct my classes in the ICT room to immerse my students to the digital world
2.55 Moderate Extent
5. make a power point presentations using overhead projectors
2.58 Moderate Extent
Mean 2.84 Moderate Extent
As shown below, teachers had a Moderate extent in using digital technology like
camera to capture objects for lesson emphasis (m=3.35); they produce print-based products
(e.g., newsletters, brochures, poster, books) to a Moderate extent (m=3.21); Though, they
engage pupils to type, save and print using computers and printers to a Low extent
(m=2.52). The mean for this group is 2.84 described as Moderate extent.
Teachers and other staff members regard ICT as natural part of everyday life of the
institutions that they begin to look at the process of teaching and learning in new ways. The
emphasis changes from teacher-centered to learner-centered. Teachers, together with their
students, expect a continuously changing teaching methodology designed to meet individual
learning objectives (Majumdar, 2015).
27
In addition, Arinto (2016) admitted that rapid advances information and
communications technology in the digital age have brought about significant changes in the
practice of distance education (DE) worldwide.
In general, the teachers‟ extent of ICT integration obtained a mean of 2.75 described
as Moderate extent. This implies that the teachers have an average knowledge on the
different integrations of ICT in school.
Similarly, Rosa (2016) revealed that experience teacher had more exposure to ICT
use than the novice teacher. However, the novice teacher makes use of more ICT-related
materials and activities. Moreover, the novice teacher views ICT use as time-consuming and
does call for a more knowledgeable manipulation of technological devices. The experienced
teacher gives more favor to the advantages ICT contributes but views insufficiency of
resources and services like limited Internet access as detrimental to effective ICT
integration.
In Kenya, Chege (2014) said that computer training influences teachers‟ readiness
because training makes the teachers acquire more knowledge. The acquired knowledge
makes them more confident and competent.
Moreover, Gil-Flores, Rodriguez-Santero, & Torres-Gordillo (2017) stressed that the
availability of educational software, teacher ICT training, collaboration among teachers,
perceived self-efficacy, and teaching concepts influence classroom ICT use.
Teachers’ Level of Technological Self-Efficacy
The third research problem aimed at determining the level of technological self-
efficacy of teachers. Table 3 presents the results of this test.
28
Table 3
Teachers’ Level of Technological Self-Efficacy
Indicators Mean Description
I know how to… 1. start up and shut down the computer 4.55 Very Highly Efficient 2. identify and use icons, windows, and menus 3.74 Highly Efficient 3. save a document and place it inside folders 3.95 Highly Efficient 4. use printing options 3.82 Highly Efficient 5. copy document from hard disk to USB device and
vice-versa 3.66 Highly Efficient
6. create and name new folders 3.75 Highly Efficient 7. copy, delete and rename files 3.75 Highly Efficient 8. navigate into a network 3.32 Moderately Efficient 9. install software 2.95 Moderately Efficient 10. recognize different file types 3.47 Moderately Efficient 11. use emails for communication 3.00 Moderately Efficient 12. create favorites or bookmarks 2.86 Moderately Efficient 13. save images and texts 3.78 Highly Efficient 14. download/upload data from/to the internet 3.71 Highly Efficient 15. use different browsers (e.g., google, youtube,
facebook) 3.78 Highly Efficient
16. create a new document 3.71 Highly Efficient 17. format a document such as setting up margins,
page set-up, etc. 3.74 Highly Efficient
18. change fonts such as style and size 3.81 Highly Efficient 19. insert text, tables, graphs, symbols, etc. 3.55 Highly Efficient 20. insert images 3.50 Highly Efficient 21. create a slide show like a power point
presentation 3.13 Moderately Efficient
22. add animation and transitions 2.89 Moderately Efficient 23. apply/create sound and other effects 2.95 Moderately Efficient 24. insert hyperlinks 2.85 Moderately Efficient 25. print handouts 3.75 Highly Efficient
Overall Mean 3.52 Highly Efficient
n=97
The data show that the teachers are Very Highly efficient in starting up and shutting
down the computer (m=4.45); also, they are Highly Efficient in the following: they save a
document and place it inside folders (m=3.95); they use printing options (m=3.82); they
change fonts such as style and size to a (m=3.81); they save images (m=3.78). However,
they are Moderately Efficient in the following: they use emails for communication (m=3.00);
they install software and apply/create sound and other effects (m=2.95); they add animation
and transitions (m=2.89); they create favorites or bookmarks (m=2.86); and they insert
29
hyperlinks (m=2.85). The overall mean of the teachers level of technological self-efficacy is
3.52 described as Highly efficient.
This implies that the teachers are highly efficient in basic knowledge about computer
as shown in items number one, three, four, and thirteen. However, they are facing
challenges using computer due to the rapid changes in its software and application as
evidenced by the results in items number nine, twelve, and twenty-four.
Teachers’ ICT Integration and Technological Self-Efficacy
The fourth problem aimed to determine the significant relationship between the level
of ICT integration and the technological self-efficacy of teachers. Table 4 presents this
relationship.
Table 4
The Relationship between the ICT Integration and the Technological Self-Efficacy of Teachers
ICT Integration
Teachers’ Technological Self-Efficacy
Correlation Coefficient (r)
P - value Remarks
Emerging .488 .000 Significant
Applying .369 .000 Significant
Infusing .513 .000 Significant
Transforming .504 .000 Significant
The result of the correlation shows that emerging use of ICT has significant
relationship to teachers‟ technological self-efficacy. This is based on the correlation
coefficient of r = .488 and p-value of .000. This means that teachers tend to be more
competent in using computers when they compute grades using spreadsheet/Microsoft
Excel, browse/search the internet to collect information to prepare lessons, and use
computer educational games.
30
Moreover, the result of the correlation showed that applying use of ICT also has
significant relationship to teachers‟ technological self-efficacy. This is based on the
correlation coefficient of r = .369 and p-value of .000. This means that teachers tend to be
more competent in using computers when they use ICT to connect to Facebook, Instagram,
and others, to introduce their lessons using video clips, and communicate online with their
pupils and their parents.
Furthermore, the result of the correlation showed that infusing use of ICT also has
significant relationship to teachers‟ technological self-efficacy. This is based on the
correlation coefficient of r = .513 and p-value of .000. This means that teachers tend to be
more competent in using computers when they use ICT to create instructional materials, to
look for online professional development opportunities, to use ICT for in-service trainings,
meetings & conferences, and look for online professional development opportunities such as
SEAMEO.
Finally, the result of the correlation showed that transforming use of ICT also has
significant relationship to teachers‟ technological self-efficacy. This is based on the
correlation coefficient of r = .504 and p-value of .000. This means that teachers tend to be
more competent in using computers when they use digital technology, produce print-based
products, make a powerpoint presentations.
Zhu, Wang, Cai and Engels (2013) looked at teachers‟ core competencies in relation
to their innovative teaching performance and found out that teachers‟ educational
competency, social competency and technological competency were positively related to
their innovative teaching performance and that a supportive relationship with colleagues is
important for teachers‟ innovative teaching performance.
In the Philippines, Gomez (2012) investigated the teachers‟ adherence to the use of
ICT for classroom instruction and its impact on the students‟ learning. The analysis
elucidated teacher educators‟ access to ICT, their training skills, their intensity to use, and
31
their confidence in using ICT. The study showed that students‟ academic performance
generally improved with increased teachers‟ training skills.
Teachers’ Technological Self-Efficacy Across Profile
The fifth problem aimed at determining the significant differences in the technological
self-efficacy of teachers across profile. Table 5A reveals the differences across age.
Table 5A
Difference in Technological Self-Efficacy of Teachers Across Age
Sum of Squares
df Mean Square
F P Remarks
Between 21.532 4 3.076 2.914 .008
with significant difference
Within 107.660 93 1.055
Total 129.92 97
The results of the ANOVA showed that there is a significant difference in the
technological self-efficacy of teachers belonging to different age groups. This is evidenced
by the F-value of 2.914 whose P-value is .008. This result further implies that teachers have
varying technological self-efficacy when classified according to age.
Similarly, Table 5B reveals the differences across age.
Table 5B
Difference in Technological Self-Efficacy of Teachers Across Gender
Gender
Mean t-value P-value Remarks
Male 3.71 1.814 .073 no significant difference Female 3.80
32
The result of the t-test revealed that there is no significant difference in the
technological self-efficacy of male and female teachers (t=1.814, p = .073). This implies that
male and female teachers are equally competent in the use of computers.
Moreover, Table 6C reveals the differences across position.
Table 5C
Difference in Technological Self-Efficacy of Teachers Across Position
Sum of Squares
df Mean Square
F P Remarks
Between 5.759 5 1.440 1.225 .305 no
significant difference
Within 123.433 92 1.176
Total 129.92 97
The result of the ANOVA showed that there is no significant difference in the
technological self-efficacy of teachers across position (F=1.225, p=.305). This means that a
teacher could be a Principal, Head Teacher, Master Teacher or plain Teacher 1, 2, 3, but
this does not affect their technological self-efficacy.
Furthermore, Table 5D reveals the differences in teachers‟ technological self-efficacy
across years in service.
Table 5D
Difference in Technological Self-Efficacy of Teachers Across Years in Service
Sum of Squares
df Mean Square
F P Remarks
Between 13.998 3 4.666 4.294 .007 With
significant difference
Within 115.194 94 1.087
Total 129.92 97
The result of the ANOVA showed that there is a significant difference in the
technological self-efficacy of teachers across years in service (F=4.294, p=.007). This
33
means that there is varying technological self-efficacy among teachers of different years in
service.
The quality of education depends on the quality of teachers. Future teachers should
have to be well equipped with the latest knowledge of their subjects as well as knowledge of
the latest technologies to be used in the teaching-learning process (Sahu, 2016).
In addition, Sipila (2014) concluded that teachers who have advanced ICT
competence use ICT frequently in education. Also, some teachers do not have the means or
knowledge to fully use ICT in promoting learning. Accordingly, there are still contradictions
between formal structures of educational institutions and daily classroom practices.
Barriers Encountered by Teachers
The sixth research problem aimed to determine the barriers encountered by teachers
in using ICT in schools in terms of knowledge, ICT facilities and access.
“The only permanent thing in this world is CHANGE”. This is one of the old adages
which emphasizes that change is inevitable as humans continue their quest towards
development and advancement. It also connotes that introducing change in a culture or
society is difficult as individuals are already used to do what they seem to find easy and
have varied experiences that made them cling to what they perceive is profitable,
comfortable, convenient and usual for them to accomplish.
One of the most significant objectives of this study is to unfold the challenges
encountered by teachers in using ICT in schools. It is projected that the stories they have
shared through observations, on one on one and focused group discussions and written
interview may find a great meaning in achieving the goals and objectives of schools in
integrating the use of ICT in the classroom teaching-learning processes.
The importance of information and communication technologies in the teaching and
learning process has been proven by many research studies to be an effective way of
34
supporting teaching and learning. Although many teachers do not use new technologies as
instructional tools, some are integrating information and communication technologies
innovatively into their teaching (Cubukcuoglu, 2013).
In terms of Knowledge
A teacher cannot give what he doesn‟t have. He cannot teach what he doesn‟t know.
Hence a teacher needs to know how a computer operates, what are the functions of its
parts, how these parts work, what things can it perform, what are the limitations, what are its
capabilities.
Based on the data gathered through written interviews and focus group discussion
employed by the researcher, it was found out that majority of the teachers lack knowledge in
manipulating computers. Here are some excerpts of their responses.
“I don’t know how to use computer; I lack knowledge in operating and functions;
inexperience in manipulating computers” were the common problems encountered by the
teachers. One of the teacher said that “Asta subong naga mano-mano ako mag solve grade
kay indi ako kabalo maggamit sinang computer” (until now, she is still solving her grades
manually because she doesn‟t know how to operate computers). Also, a teacher admitted,
“Nahihirapan talaga ako basta computer na ang pag-uusapan kasi wala yan noong panahon
na nag-aaral kami” (she finds it difficult when the topic is about computers because it was
never part of their curriculum when they are still studying). Another teacher said that “Kahit
ilang beses pang ipukpok pa sa ulo ko ang computer na iyan ay hindi ko talaga alam iyan” (I
really don‟t know that computer even if you hit it on my head several times).
Teachers need knowledge and skills in using technology to foster literacy, Belo, et
al., (2016) conducted review to describe these kindergarten classrooms. The review
included studies on electronic books, computer-based training programs, technology rich
35
literacy curricula, assistive technology, and other education media and sources of
technology-rich literacy education.
Further, Ely, et al., (2014) emphasized that teacher educators play an influential role
in the chain of improvement needed to address gaps in vocabulary and performance for
some children. If created in careful accordance to design principles, multimedia, according
to them, can serve as a total tool to improve teachers‟ knowledge in this domain.
In the Philippines, Marcial, Fortich & Rendal, (2014) described the ICT skills
enhancement training among faculty members in the teacher education in the four province
of Central Visayas, Philippines. It aimed to enhance skills in ICT operations and concepts
using international and local ICT competency standards for teacher education.
In terms of ICT Facilities
Internet, email and other ICT facilities and devices are essential teaching- learning
tools. ICT facilities and devices improve communications and workflow, enhance productivity
and provide more flexibility for teachers seeking professional development opportunities and
fulfilling their work responsibilities.
Based on the data gathered through written interviews and focus group discussion
employed by the researcher, it was found out that another problem of the teachers are
insufficient computer units and lack of financial resources. Here are some excerpts of their
responses.
“I do not have a personal computer to practice manipulating” admitted by some
teachers. “Lack of computer/laptop for every classroom” Teacher A added. Another teacher
stated that “that the number of computer units in our school is not enough to cater us all”.
Another teacher added that “he is financially constrained and cannot buy his own computer”.
36
Bhalla (2013) stated that developing countries have a responsibility not mere to
provide computers for schools, but also to foster a habit of infusing a variety of ways in
which computers can be integrated in teaching-learning amongst the end users of these
tools.
Mobile devices such as laptops, personal digital assistants, and mobile phones have
become a learning tool with great potential in both classrooms and outdoor learning (Sun,
Chang and Loi, 2016).
Furthermore, Ferreira, Moreira, Pereira and Natercia (2015) agreed that over the
past few years, there has been a large investment in information and communication
technology in the teaching-learning process where mobile technologies, including
smartphones and tablets emerge as an innovative tool associated with different methods
and strategies. They add that the students motivation increases when this technology is
used, leading to greater participation and better and faster acquisition of concepts or skills.
In terms of ICT Access
Access to computers and high-speed Internet connections has never been more
important. People use computers and the Internet to complete school work, locate jobs,
watch movies, and access healthcare information, among others.
Based on the data gathered through written interviews and focus group discussion
employed by the researcher, it was found out that another problem the teachers
experienced was on poor or no internet connection. Here are some excerpts of their
responses.
“There is no internet connection in our school and neighboring areas” admitted by
some teachers. Teacher B added that “they didn’t have a WIFI in the school”. Some
teachers said that “the internet connection is very slow and oftentimes lagging”.
37
Similarly, Draper (2013) said that the increased accessibility of technology and
internet connections have enabled organizations to provide their workforces with the
opportunity to engage in distributed education.
Meanwhile, in Kenya, Tondeur, Krug, Bill, Smulders & Zhu (2015) explored the
introduction of ICT in Kenyan secondary schools. Specifically, it is a case study of four
schools with previous access to ICT. The professional development of program from which
data for this study were drawn was designed to support teachers learning to integrate ICT in
the curriculum.
Proposed ICT Professional Development Program
The final research problem aimed to propose an ICT Professional Development
Program based on the results of the study. As revealed in the findings, the level of ICT
integration in schools in North Tacurong Cluster was of Moderate Extent in the Emerging,
Transforming and Infusing Levels and Low Extent on Applying Level. Moreover, teachers
claimed that they were Highly Efficient in terms of their technological self-efficacy.
Furthermore, there was significant relationship between the teachers‟ extent of ICT
integration and their level of technological self-efficacy. Hence, when their levels of efficacy
were tested across profile, significant differences were noted when they were classified
according to age and number of years in service while no significant differences were
posted when they were classified according to gender and present position.
Hence, the ICT Professional Development Program below is proposed for SBLAC
and MPRE sessions (Table 6) based on the results of the study.
38
Table 6
Proposed ICT Professional Development Program
Objective Activity Persons Involved
Resources Needed
Expected Output
1. Identify teachers‟ technological self-efficacy level
Conduct TNA of all teachers relative to computer literacy
Teachers, school heads, guidance & ICT Coordinators
ICT Laboratory Laptops, Computers Internet Connection, Supplies
TNA Results
2. Determine the teacher‟s group as to Emerging, Applying, Transforming, Infusing
Conduct pre-assessment and group teachers according to their level of technological self-efficacy
Teachers, school heads, ICT experts & ICT Coordinator
ICT Laboratory Laptops, Computers Internet Connection, Supplies
Lists of Groups and Members
3. Set targets for the SBLAC/MPRE sessions including specific topics for training
Assign an ICT expert to lead and design an action plan for ICT training
Teachers, school heads, ICT experts & ICT Coordinator
ICT Laboratory Laptops, Computers Internet Connection, Supplies
Action Plan with Specific Topics and Number of Sessions Required
4. Train teachers based on their training needs/ levels
Conduct learning sessions with hands-on activities and assessments
Teachers. school heads, ICT experts & ICT Coordinator
ICT Laboratory Laptops, Computers Internet Connection, Supplies
Activity Sheets Outputs
5. Evaluate teachers‟ performance
Conduct post-assessment to determine teachers‟ technological self-efficacy
Teachers. school heads, ICT experts & ICT Coordinator
ICT Laboratory Laptops, Computers Internet Connection, Supplies
Performance
Ratings
6. Determine the teacher‟s group as to Emerging, Applying, Transforming, Infusing
Teachers. school heads, ICT experts & ICT Coordinator
ICT Laboratory Laptops, Computers Internet Connection, Supplies
Lists of Groups and Members
7. Assess the effectiveness of the ICT program
Conduct action research
School Heads, ICT Coordinator
Computer Internet Access Results of Pre-& Post Assessments
Action
Research
39
Summary of Findings, Conclusion and Recommendations
Based on the results of the study, the following are the summary of the general
findings, conclusions and recommendations.
Findings
The following are the general findings of the study:
Teachers‟ demographic profile revealed that majority of the teachers 34.02% are 41
to 50 years old; 91.75% of the teachers are female; 36.08% are Teacher I in position; and
28.87% are in their 10 years and below teaching experience;
The teachers‟ extent of ICT integration in the Emerging Level got the highest overall
mean rating of 3.24 and is described as Moderate Extent. Applying Level got the lowest
overall mean rating of 2.49 interpreted as Low Extent. Transforming and Infusing Levels
were described as Moderate Extent with the overall mean ratings of 2.84 and 3.10
respectively. The average mean for the teachers‟ extent of ICT Integration was 2.92
interpreted as Moderate Extent.
The teachers‟ level of technological self-efficacy got an overall mean rating of 3.52
interpreted as Highly Efficient.
The relationship existing between the teachers‟ ICT Integration and technological
self-efficacy, the computed r value for Emerging Level was +0.488, for the Applying Level
was +0.369, for the Infusing Level was +0.513, and for the Transforming Level was +0.504
with the P-value of 0.000 at 0.05 level of significance. There was significant relationship
between teachers‟ ICT integration and technological self-efficacy.
The difference existing between the teachers‟ technological self-efficacy across
profile, in terms of age, the F-value of 2.914 whose P-value was .008 indicated a significant
difference in the technological self-efficacy of teachers belonging to different age groups; as
to the teachers‟ gender, the t-value of 1.814 whose P-value was .073 indicated no significant
difference in the technological self-efficacy between male and female teachers; in terms of
40
position, the F-value of 1.225 whose P-value was .305 indicated no significant difference in
the technological self-efficacy of teachers across positions; and as to years in service, the F-
value of 4.294 whose P-value was .007 indicated significant difference in the technological
self-efficacy of teachers across years in service.
Based on the data gathered through face to face and written interviews employed by
the researcher, the major problems encountered by teachers in using ICT in teaching are
the lack of knowledge and skills, poor internet connection and insufficient computer units.
Conclusions
Based on the aforementioned general findings, the following conclusions are
formulated: Majority of the teachers are 41 to 50 years old, female, Teacher I in position;
and are in the 10 years and below teaching experience. The teachers‟ extent of ICT
integration in schools is moderate extent. The teachers‟ level of technological self-efficacy is
highly efficient. There is a significant relationship between teachers‟ ICT integration and
technological self-efficacy. The difference existing between the teachers‟ technological self-
efficacy across profile: in terms of age, there is a significant difference in the technological
self-efficacy of teachers belonging to different age groups; as to the teachers‟ gender, there
is no significant difference in the technological self-efficacy between male and female
teachers; in terms of position, there is no significant difference in the technological self-
efficacy of teachers across positions; and as to years in service, there is a significant
difference in the technological self-efficacy of teachers across years in service. The major
problems encountered by teachers in using ICT in teaching include their lack of knowledge
and skills in manipulating ICT tools and facilities, insufficient units in schools and the
absence of internet connection. These problems rooted from the inadequate ICT facilities,
lack of trainings and seminars and the teachers‟ negative attitude towards technology use.
Teachers cope with these challenges by personal practice, coaching and mentoring, and
41
attending relevant trainings. Mechanisms employed by school heads to cope with these
problems include the conduct of relevant trainings and seminars, provision of internet
access and technical supervision.
Recommendations
Based on the summary of findings and conclusions of the study, the following
recommendations are put forward: Since the teachers‟ extent of ICT integration in teaching
is moderate extent, school heads are enjoined to monitor their teachers‟ teaching-learning
processes to ensure that ICT integration is utilized in the classrooms. Since the level of
technological self-efficacy of teachers is high, they are encouraged to acquire additional
skills and competencies related to ICT to reach the very high level to be able to skillfully
impart them to their pupils for maximum learning to happen. Since ICT integration is
significantly related to technological self-efficacy of teachers, their progress should be
monitored to further enhance their ICT integration for better educational outcomes and
perform competitively with other institutions of learning. Since significant differences are
posted between teachers‟ technological self-efficacy and their age and years of teaching
experience, school heads are encouraged to religiously analyze the training needs of
teachers in schools so as to provide appropriate interventions to address these gaps in ICT
integration and self-efficacy. School heads are also motivated to evaluate the status of their
school‟s ICT readiness to be able to identify priority programs and projects in support to the
quest of producing technologically equipped graduates for the community, country, and
world.
IX. Action Plan
The results of this research will be utilized for presentation in Cluster MPRE,
research congress and conferences.
42
Action Plan for Implementation of Research Findings
Objective
Activity
Persons Involved
Resources
Needed
Time
Frame
Expected
Output/ MOVs
1. Disseminate research findings
Present research in the 6 schools of the
cluster
Cluster head, school heads & teachers
Overhead Projector, Snacks
June 2018
Presented research findings
2. Propose the designed ICT
Dev‟t. Program
Present the ICT Dev‟t. Program to
the cluster
Cluster head, school heads & teachers
Overhead Projector, Snacks
June 2018
Presented ICT Dev‟t Program
3. Implement the ICT Development
Program in the school/s within
the cluster
Provide each school a copy of the designed ICT
Development Program
Cluster head, school heads,
ICT Coordinators & teachers
ICT Lab., Laptops,
Computers, Internet
Connection
August- October
2018
Implemented the ICT Dev‟t.
Program in the school/s
4. Monitor the implementation of
the ICT Development
Program
Conduct monitoring and evaluation of
the implementation of the program in
school/s
Cluster head, school heads,
ICT Coordinators & teachers
Evaluation Tool/ Checklist, Supplies,
Meals, Transportation
August- October
2018
Monitoring Sheet
5. Assess the effectiveness of the ICT program
Conduct action
research
School
Heads, ICT Coordinator
Computer Internet Access Results of Pre-
& Post Assessments
MPRE 2018
Action Research
6. Submit action research
proposal for funding
Prepare research proposal for
funding in the Basic Education Research Fund
(BERF)
Researcher
Supplies, Printer Inks,
Laptop, Meals,
Transportation, Wi-Fi Load
June –
July 2018
Research Proposal
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46
XI. Financial Report
The following were the expenditures that had been incurred for the accomplishment
of the conduct of the study and for efficient dissemination of the findings.
#
Particulars
Amount
1
Wi-Fi and Communication Load
200.00
2
School Supplies (Bond Papers, Printer Inks, Ball
Pens and Other Related Materials)
6,278.00
3
Photocopying/Printing
500.00
4
Meals and Snacks
18,466.00
5
Transportation
4,600.00
Total
30,000.00